Download Thematic Unit Rationale

Fractured Fairy Tales
Whitney Imhoff
Themed Multi-Genre Rationale
Fractured fairy tales have become very popular in today’s culture. They bring back the familiarity of
fairy tales that we have all heard while growing-up, with a twist. The updated fairy tale may contain new
characters, a new point of view, or a new setting, but the plot of the story always stays the same.
This thematic unit was created around fractured fairy tales as a part of North Central Local School
District’s fourth grade curriculum. For the last grading period of the year, the students are to read Yours Truly,
Goldilocks in order to identify and explain the characteristics of literary forms and genres. This story is told
through the use of letters written between the characters; an example for the students to examine and apply in
order to compose an informal written letter.
The use of a thematic unit was something that the fourth grade teacher and I had already planned to
accomplish together this year as a co-teaching method. We have piloted a program based on differentiating
the curriculum, and through the use of a thematic unit, we can compact the curriculum to meet the individual
needs of our students.
The text set has been created around the characters that are introduced in Yours Truly, Goldilocks.
Through the story, you will be introduced to Goldilocks, the three bears, Little Red Riding Hood, the three little
pigs, and Peter Rabbit. In the various other books, you will meet characters that have been updated and
modeled after their original versions.
The reader has two ways to respond to the literature through curriculum based activities. The first way
that the reader will respond is through the use of teacher-directed activities. These are based upon indicators
from the State of Ohio English Language Content Standards. Specifically, students will be able to identify and
explain the defining characteristics of literary forms and genres, including poetry, drama, fables, fantasies,
chapter books, fiction and non-fiction. The goal of these activities is to allow students to gain basic knowledge
of the indicator, as well as the chance to challenge students who have already shown an understanding of
literary forms and genres. The students will be grouped by ability and will be taught the indicator through the
activities listed for their group (literal / higher-level). The second way that the reader will respond is through the
use of a bingo board. The reader will choose three activities to complete during their free-time in the
classroom. These activities are to allow the reader the freedom to explore and complete activities based upon
what they learned about the theme.
The WebQuest for students to visit will encourage students to examine a fractured fairy tale by
identifying and explaining the defining characteristics of it in relation to its genre. Students will be challenged
to use the same fractured fairy tale and incorporate it into a new genre to show an understanding of what
genres are.
Fractured Fairy Tales
Whitney Imhoff
Text Set
NON-FICTION: BIOGRAPHY
Hettinga, D. (2001). The Brothers Grimm: Two lives, one legacy. New York: Clarion Books.
This biography gives background information on the brothers who originally wrote
down the classic fairy tale. In the opening of the book, it acknowledges the fact that fairy
tales were not new at the time, they had been passed down orally through many generations.
In the back of the book, there is a timeline that chronicles the lives of the brothers, as well as
other important worldly events to put their life into perspective.
Varmer, H. (2005). Hans Christian Andersen: His fairy tale life. (T. Nunnally, Trans.). Toronto, Canada:
Groundwood Books. (Original Work Published 2001).
Vividly written to grab a young reader’s attention, this book details the life of Hans
Christian from the time of his birth to the time of his death. Each chapter gives a brief
summary of what to expect and pay attention to while reading. The illustrations are varied in
the medium used, and some incorporate actual pictures set into the art.
NON-FICTION
Pfeiffer, C. (1999). Germany: A nation reunited. Parsippany, NJ: Dillon Press
This book dedicates an entire chapter to the lives of the Grimm brothers. It details their
lives and how the environment and culture of Germany aided their storytelling. This book also
contains many photographs to go along with the text. There are nine chapters to explore about
Germany, as well as a glossary in the back that has German words and their definitions.
POETRY
Braun, W. & Braun, C. (2005). Reader’s Theater in rhyme: A collection of scripted folktales.
Winnipeg, Manitoba, Canada: Portage & Main Press.
A collection of folk tales and fairy tales written as reader’s theatre scripts for five-eight
students to perform. These short scripts are based upon the traditional plots, but have become
slightly fractured with twists. Appropriate for readers in third through seventh grade.
Fractured Fairy Tales
Whitney Imhoff
Text Set (continued 2)
FICTION
Datlow, E. & Windling, T. (2001). A wolf at the door and other retold fairy tales. New York: Aladdin
Paperbacks.
A compilation of retold fairy tales written by award-winning authors. These short stories
range from being told by the point of view of another character, to incorporating modern
aspects, to simply changing one part of the original version to create a new tale. Written for
children, but not all stories are appropriate for some readers (use discretion with chosen stories).
Scieszka, J. (1991). The Time Warp Trio: Knights of the kitchen table. New York: Viking.
The three friends are up to it again…although, how were they supposed to know that
Uncle Joe’s gift would send them back in time to the Knights of the Round Table? This book
has a reference to the giants that are talked about in fairy tales, but lends itself more to a
discussion of legends revolving around that time period. Kings, queens, princesses, knights in
shining armor, and castles are part of traditional fairy tales, and can be explored through the
eyes of three mischievous little boys.
“NON-FICTION” PICTURE BOOKS
Collins, S. (1999). Jolie Blonde and the three Heberts. Gretna, LA: Pelican Publishing
Company, Inc.
A Cajun version of the traditional fairy tale of Goldilocks and the three bears. In this
story, the Cajun words are defined at the bottom of the text with a pronunciation guide. After
reading about the family eating gumbo, there is a recipe on the last page to make and taste.
Davis, D. (2004). The pig who went home on Sunday. Little Rock, AR: August House Littlefolk.
As the mother pig sends each of her sons off into the world, she asks them each to
return to her on Sunday so that she would know they survived the fox. As the first two pigs go
off and ignore her motherly advice as to how to build their house, their mother is left to wait to
see if they return. Based upon the traditional “Three Little Pigs”, this story has a familiar plot.
Gliori, D. (2002). Bedtime stories: Bedtime tales with a twist. New York: DK Publishing, Inc.
A collection of nine fairy tales that have been updated from their original versions. The
illustrations in this book are paired perfectly with the text. These stories are short, easy to read,
and very enjoyable. Some of the selections are written in rhyme with an amazingly rich
vocabulary for fun language play.
Fractured Fairy Tales
Whitney Imhoff
Text Set (continued 3)
PICTURE BOOK
Ada, A. (1998). Yours Truly, Goldilocks. New York: Atheneum Books for Young Readers.
Young fairy tale characters come together in this story to attend the three little pigs’
house warming party. Little do they realize that the wolves are also planning to attend to the
guests at the party. Written through letters of correspondence between the characters, this is
a great introduction to fairy tale characters and their interactions with others based upon their
individual stories.
Emberley, M. (1990). Ruby. Boston: Little, Brown and Company.
Little Ruby is off to her grandmother’s house when a stranger appears and saves her
from a dirty reptile. But the stranger ends up being not as kind and generous as he first
appeared, as Ruby soon discovers. Based upon the traditional “Little Red Riding Hood”, the
known ending has quite a twist.
Tolhurst, M. (1990). Somebody and the three Blairs. New York: Orchard Books.
The three Blairs decide to take off after breakfast to go on a walk and feed the ducks.
While they’re on their way, somebody comes into their house. As they come home to the
mess, they all have their own theory as to who was in their house, but Baby Blair has found
somebody! Based upon the traditional “Goldilocks and the Three Bears”, this story maintains
the predictability of the original fairy tale.
Trivizas, E. (1993). The three little wolves and the big bad pig. New York: Margaret K. McElderry Books.
The three little wolves set out to build a house strong enough to keep the big bad pig
out. They start out building a house of bricks, and soon realize that there are quite a few
building materials that are considered strong, but none that can keep the big bad pig away.
Based upon the traditional “Three Little Pigs”, this book has a new demise of the villain.
Fractured Fairy Tales
Whitney Imhoff
Reader Response Activities – Teacher Directed
Key Indicator
LT6: Identify and explain the
defining characteristics of literary
forms and genres, including
poetry, drama, fables, fantasies,
chapter books, fiction and nonfiction.
LT6: Identify and explain the
defining characteristics of literary
forms and genres, including
poetry, drama, fables, fantasies,
chapter books, fiction and nonfiction.
Literal Thinking Activity
Higher Level Thinking Activity
1. Read a selection from
Reader’s Theatre in Rhyme
(retype as poem without parts).
1. Read a selection from
Reader’s Theatre in Rhyme
(retype as poem without parts).
2. Discuss characteristics of
poetry (rhyme, patterns,
repetition, imagery, shape).
2. Discuss forms of poetry (poem
was a narrative, lyric, ballad,
limerick, concrete, haiku).
3. Discuss forms of poetry (poem
was a narrative; lyric, ballad,
limerick, concrete, haiku).
3. Have students review other
student’s poems (typed, without
names) to determine the form.
4. Work with students to take a
single fairy tale and create a
poem book using at least two
different forms of poetry.
4. Work with students to create
an “I am…” or “shape” poem
from the point of view of a fairy
tale character.
5. Have a “Poetry Slam” at a
later date to have students
perform at least one of their
poems for the class to enjoy.
5. Have a “Poetry Slam” at a
later day to have students
perform at least one of their
poems for the class to enjoy.
1. Choose a script from Reader’s
Theatre in Rhyme and assign
students parts.
1. Choose a fairy tale to base a
script upon.
2. Practice reading with
students.
3. Discuss expression and actions
of characters.
4. Complete a Venn Diagram to
compare and contrast the
original version to the scripted
version (may need to read one
of the original stories).
5. Videotape at a later date to
have students watch in class.
2. Complete a graphic organizer
to determine characters, setting,
events in the plot, and number of
readers.
3. Write a fractured fairy tale
reader’s theatre together
(computer lab time may be
necessary for group work).
4. Videotape at a later date to
have students watch in class.
Fractured Fairy Tales
Whitney Imhoff
Reader Response Activities – Teacher Directed (continued 2)
Key Indicator
LT6: Identify and explain the
defining characteristics of literary
forms and genres, including
poetry, drama, fables, fantasies,
chapter books, fiction and nonfiction.
LT6: Identify and explain the
defining characteristics of literary
forms and genres, including
poetry, drama, fables, fantasies,
chapter books, fiction and nonfiction.
Literal Thinking Activity
Higher Level Thinking Activity
1. Discuss how they were orally
passed down before being
written down.
1. Discuss how they were orally
passed down before being
written down.
2. Have students independently
read a picture book and share
information about their book to
help complete a large class
matrix.
2. Have students independently
read a picture book and share
information about their book to
help complete a large class
matrix.
3. Revisit the idea of animals
talking and acting like humans,
as well as a lesson that is to be
learned.
3. Have students create a
mobile with the characters from
the story. Write on the backs of
each character their human
characteristics. On the top of the
mobile, write the lesson that was
learned.
1. Discuss fantasies and how
many fairy tales can be classified
as fantasy as well.
1. Discuss fantasies and how
many fairy tales can be classified
as fantasy as well.
2. Reread one of the books from
the unit and dissect it according
to specific elements of a fantasy
(allegory, irony, figurative
language, or folklore: powers,
quests, transformations, or
punishment).
2. Create a jeopardy game
based upon fairy tales and the
elements of fantasy (allegory,
irony, figurative language, or
folklore: powers, quests,
transformations, or punishment).
3. Have students create a paw
print for a specific element
(middle of paw print is the
element, each of the four pads is
a definition, an example, a story,
and an example from the story).
3. Have students individually (or
in pairs) work with one story in
creating 5 questions regarding
the story and elements of
fantasy.
3. Present to the class and play
as a whole group.
Fractured Fairy Tales
Whitney Imhoff
Reader Response Activities – Teacher Directed (continued 3)
Key Indicator
LT6: Identify and explain the
defining characteristics of literary
forms and genres, including
poetry, drama, fables, fantasies,
chapter books, fiction and nonfiction.
Literal Thinking Activity
1. Read aloud Knights of the
Kitchen Table and discuss the
importance of chapters (more
plot development and details).
1. Read aloud Knights of the
Kitchen Table and discuss the
importance of chapters (more
plot development and details).
2. Have students rewrite their
own “Time Warp Trio” adventure
using their friends and a visit back
to a fairy tale.
2. Have students read another
“Time Warp Trio” book and
identify the characteristics of a
chapter book as opposed to one
of the author’s picture books.
3. Encourage the use of chapter
formats (hook, background
information, adventures,
conclusion to adventure and to
story).
LT6: Identify and explain the
defining characteristics of literary
forms and genres, including
poetry, drama, fables, fantasies,
chapter books, fiction and nonfiction.
Higher Level Thinking Activity
3. Have a discussion group to
share summaries of stories and to
determine characteristics of
chapter books.
1. Read an excerpt from A Wolf
at the Door.
1. Visit the library and look in the
fiction section.
2. Discuss characteristics that
make it fiction.
2. Have each student choose
one book.
3. Look in table of contents of
text book to make a list of
fictional stories that have been
read in class this year.
3. Discuss similarities between the
books (characteristics of fiction).
4. Revisit the characteristics if
unsure what type of text story is.
Encourage group discussion.
4. Have students create a poster
for the library (or classroom
library) describing the elements
of a fiction book and giving a
handful of annotated
recommendations.
Fractured Fairy Tales
Whitney Imhoff
Reader Response Activities – Teacher Directed (continued 4)
Key Indicator
LT6: Identify and explain the
defining characteristics of literary
forms and genres, including
poetry, drama, fables, fantasies,
chapter books, fiction and nonfiction.
Literal Thinking Activity
1. Read an excerpt from the
biography Hans Christian
Andersen by jig-sawing in pairs.
1. Read an excerpt from the
biography The Brothers Grimm by
creating timeline in pairs.
2. Students write important facts
from their excerpt on jigsaw
pieces to add as a square to a
quilt about his life.
2. Students write important dates
from their excerpt on sentence
strips to create an entire timeline
to compare to the one in the
back of the book.
3. Research stories that he wrote
and create a list to share with the
class.
4. Have students highlight the
stories they are familiar with. Pass
the ball in order for them to share
a quick summary of a story with
the class.
WA3: Write formal and informal
letters that follow letter format,
include important information and
demonstrate a sense of closure.
Higher Level Thinking Activity
3. Research stories that they
wrote and create a list to share
with the class.
4. Have students highlight the
stories they are familiar with. Pass
the ball in order for them to share
a quick summary of a story with
the class.
1. Reread Yours Truly, Goldilocks
and create a template of a
formal letter.
1. Reread Yours Truly, Goldilocks
and draw attention to the format
of a formal letter.
2. Discuss the elements of an
informal letter.
2. Have students split into a “pig”
group and a “new character”
group.
3. Have students write a letter as
one of the pigs to invite a new
character to their housewarming
party.
4. Have the students write a
reply letter back to the pigs
about the invitation.
(One of the letters should be
formal, one should be informal.)
3. One person from the “pig”
group writes a letter to someone
in the other group to invite them
to the party.
4. One person from the “new
character” group responds to
the letter in the opposite format
from the “pig” letter.
5. Hang up in two columns in the
classroom to allow other students
to read the letters and try to
match up who wrote to whom.
Fractured Fairy Tales
Whitney Imhoff
Reader Response Activities – Student Directed
1.
2.
3.
POETRY
FICTION
NON-FICTION
Check out at least two poetry
books from our school library.
Read the books and choose a
poem from each to dissect in
order to define the characteristics
and form of the poem. Create a
PowerPoint presentation to share
the poems and your findings.
Read a fictional book from the
library. Create a new book cover
for it using the template for a full
dust jacket at
www.readwritethink.org. Include
your own summary of the book,
information about whom you
recommend read the book, and
why you chose it.
Ask a librarian, or research online
to discover the reason why
fairytales, folktales, and fables are
listed as non-fiction books in the
library. Write your answer down
on a piece of paper, seal it, and
mark it as TOP SECRET for your
teacher to read.
4.
5.
6.
FABLE
Research Aesop’s Fables and
choose one that has a moral that
you can relate to your life.
Create a double-journal comic
strip to compare the fable to your
life.
LETTER WRITING
FREE SPACE
or
TEACHER APPROVED ACTIVITY
Use the “Letter Generator” at
www.readwritethink.org to write a
letter to a future fourth grade
describing what they can expect
from this unit. Explain what you
learned, some of the activities
you enjoyed, and something for
them to look forward to.
7.
8.
9.
FANTASY
DRAMA
CHAPTER BOOK
Pretend you are a newspaper
critic and you have to report on a
theatrical production. Visit a
local high school spring
production or watch one of our
class productions of a reader’s
theatre. Write an article
reviewing the work.
Choose a chapter or a scene
from Knights at the Kitchen Table
to act out. Write a reader’s
theatre script, choose a few of
your friends, and practice! It will
be videotaped to be viewed at a
later time in class.
Write a poem using one of the
formats online at
www.readwritethink.org. Use at
least one of the elements of a
fantasy in your poem. Don’t
forget to print it out and illustrate
your poem.
Students need to circle three numbers that equal a tic-tac-toe, three in a row!
Teacher signature of approval: ____________________________________________
Date: _______________________
Fractured Fairy Tales
Whitney Imhoff
1.
POETRY
Check out at least two poetry books from our school library. Read the books and choose a poem from each to
dissect in order to define the characteristics and form of the poem. Create a PowerPoint presentation to share
the poems and your findings.
Book Title
Poem Title & Page #
Characteristic
&
Example from Text
Characteristic
&
Example from Text
Characteristic
&
Example from Text
Fractured Fairy Tales
Whitney Imhoff
2.
FICTION
Read a fictional book from the library. Create a new book cover for it using the template for a full dust jacket
at www.readwritethink.org. Include your own summary of the book, information about whom you recommend
read the book, and why you chose it.
Title:
Front Cover
Author:
Genre:
Spine
Summary:
Back Cover
Recommendation:
Front Flap
Personal reason for choosing book:
Back Flap
Book connection to self, text, or world:
Fractured Fairy Tales
Whitney Imhoff
3.
NON-FICTION
Ask a librarian, or research online to discover the reason why fairytales, folktales, and fables are listed as nonfiction books in the library. Write your answer down on a piece of paper, seal it, and mark it as TOP SECRET for
your teacher to read.
Notes:
Top Secret Paper (cut out and seal with a piece of tape):
Fractured Fairy Tales
Whitney Imhoff
4.
FABLE
Research Aesop’s Fables and choose one that has a moral that you can relate to your life. Create a doublejournal comic strip to compare the fable to your life. You can borrow a book from the library, or visit one of
many websites, including: www.umass.edu/aesop (contains some fractured versions along with the traditional
tales). Please include speech bubbles and use nice handwriting and coloring.
Fable:
My Life:
Moral:
What I Learned:
Fractured Fairy Tales
Whitney Imhoff
5.
FREE SPACE or TEACHER APPROVED ACTIVITY
I, _____________________________________________________ would like to complete the following activity:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Materials I would need:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Please explain how this relates to our unit:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Student Signature __________________________________________
Completion Date ___________________________
Teacher Signature __________________________________________
Approval Date _____________________________
Teacher Comments _______________________________________________________________________________________
___________________________________________________________________________________________________________
Fractured Fairy Tales
Whitney Imhoff
6.
LETTER WRITING
Use the “Letter Generator” at www.readwritethink.org to write a letter to a future fourth grade describing what
they can expect from this unit. Explain what you learned, some of the activities you enjoyed, and something
for them to look forward to. Our indicator was to “identify and explain the defining characteristics of literary
forms and genres, including poetry, drama, fables, fantasies, chapter books, fiction and non-fiction”.
Heading:
_______________________
_______________________
_______________________
Greeting:
Dear ____________________________,
Body:
____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Closing:
________________________________,
Signature:
________________________________
Fractured Fairy Tales
Whitney Imhoff
7.
FANTASY
Write a poem using one of the formats online at www.readwritethink.org. Use at least one of the elements of a
fantasy in your poem (allegory, irony, figurative language, or folklore: powers, quests, transformations, or
punishment). Don’t forget to print it out and illustrate your poem!
ACROSTIC POEM: Choose a word to write down the left-hand side of the page. The first word on each line
must begin with that coordinating letter.
DIAMANTE POEM: Choose a subject to describe through the use of adjectives, nouns, and other parts of
speech. You can also compare and contrast two separate subjects.
LETTER POEM: Through the use of a written letter, you will create a poem by paying special attention to how
each line ends.
SHAPE POEM: The shape that you choose to use for your poem will ultimately be a part of the subject that you
are writing about. There are a handful of shapes to choose from.
Fractured Fairy Tales
Whitney Imhoff
8.
DRAMA
Pretend you are a newspaper critic and you have to report on a theatrical production. Visit a local high school
spring production or watch one of our class productions of a reader’s theatre. Write an article reviewing the
work. Include the name of the performance, the summary of the plot, your favorite part, and your
recommendation. Do not criticize a performer, think of it as a whole experience.
1. You may visit www.readwritethink.org to create a newspaper article through “Profile Publisher”.
Choose “fictional character” setting.
Type in the title for the character’s name.
Write a quote from the show, and include a song selection that you feel relates to the production.
Write a summary in the “about me” section.
Write your recommendation in the “latest blog” part.
Write about your favorite part underneath “favorites”.
2. You may create your own newspaper article and type it on the computer using Microsoft Word.
Fractured Fairy Tales
Whitney Imhoff
9.
CHAPTER BOOK
Choose a chapter or a scene from Knights at the Kitchen Table to act out. Write a reader’s theatre script,
choose a few of your friends, and practice! It will be videotaped to be viewed at a later time in class.
Chapter or Scene: _________________________________________________________
Reader:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Reader:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Reader:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Reader:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Reader:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Reader:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Fractured Fairy Tales
Whitney Imhoff
WebQuest
INTRODUCTION
Fractured fairy tales have become very popular in today’s culture. They bring back the
familiarity of fairy tales that we have all heard while growing-up, with a twist. The updated fairy tale
may contain new characters, a new point of view, or a new setting, but the plot of the story always
stays the same.
You have been studying fractured fairy tales through various genres and literary forms. You have
had to work to identify and explain the defining characteristics of literary forms and genres, including
poetry, drama, fables, fantasies, chapter books, fiction and non-fiction.
TASK
After reading a fractured fairy tales online, you will be incorporating the same fractured fairy
tale into a new genre. You will identify the genre of the fractured fairy tale, and then you will be
choosing another genre to guide you as you rewrite the fractured fairy tale. This will show that you are
able to read to determine the literary form and genre, as well as apply the characteristics to rewrite the
story in a new form.
INFORMATIONAL SOURCES
You need to visit the fractured fairy tales website to make sure you have the background
knowledge of what a fractured fairy tale is.
If you have not read the traditional version of one of the fairy tales, please visit one of the
websites listed.
(background)http://www.library.uiuc.edu/blog/esslchildlit/archives/2007/01/fairy_tale_adap.html
(traditional: Goldilocks and Little Red) http://www.britishcouncil.org/kids-stories-fairy-tales.htm
(traditional: Three Little Pigs) http://www.bbc.co.uk/cbeebies/tweenies/storytime/stories/3littlepigs/
(traditional: Peter Rabbit) http://wiredforbooks.org/kids/beatrix/p1.htm
(graphic organizers) http://content.scholastic.com/browse/article.jsp?id=2983
Fractured Fairy Tales
Whitney Imhoff
PROCESS
1. Visit the website on background information to review what a fractured fairy tale is.
2. If you haven't heard the traditional version of one of the fairy tales, visit the coordinating website to
read all about it.
3. Print off the 'story map' to help guide you as you read through one of the fractured tales and
prepare to rewrite your own.
4. Print off the 'venn diagram' to help you compare the genre of the online fractured tale to the genre
that you are going to use.
5. Choose a fairy tale and visit the coordinating fractured fairy tale websites. Read through the story
and decide if it's the version that you'd like to use.
6. Once you have chosen your website that contains your fractured fairy tale, complete the story map.
7. On your venn diagram, write down the website above one of the circles. In the circle, explain what
genre the tale was written in and give at least 3 examples of how you know.
8. On your venn diagram, write your name above one of the circles. In the circle, explain what genre
you are going to use to rewrite the tale and give at least 3 examples of how you're going to do that.
9. Create your fractured tale (don't forget to print it out!).
Goldilocks
Little Red Riding Hood
Three Little Pigs
Peter Rabbit
http://www.staff.ucsm.ac.uk/
http://www.storyplace.org/
http://www.storyplace.org/
http://www.thechildrenstheatre.
rpotter/ict/english/ppt/
eel/activities/littleredhightops.
eel/activities/threelilcritters.
com/pdfs/2007_peter_gen_
goldilocks.ppt
asp?themeid=18
asp?themeid=10
summary.pdf
http://www.roalddahlfans.com/
http://www.poetryarchive.org/
http://www.readinglady.com/
http://www.oldrabbit.com/
books/revogoldi.php
poetryarchive/singlePoem.do?
downloads/readerstheater/
gpages/stories/picstory3/
poemId=7428
3littlewolves.pdf
furrystorypr1.html
http://www.fracturedpublisher.com/
http://en.wikipedia.org/
http://www.readinglady.com/
http://www.carlscorner.us.com/
goldieinterview.html
wiki/Hoodwinked
downloads/readerstheater/
Drama/The%20Peter%20Rabbit%
The_True_Story_of_the_3_Little_
20Operetta.pdf
Pigs.pdf
Fractured Fairy Tales
Whitney Imhoff
GUIDANCE
You have visited websites that used different genres to tell a fractured version of a fairy tale. Use
the information you have gathered on your story map to begin to piece together the fractured tale into
another genre.
If you read a narrative, you may want to create a reader's theatre. If you read a poem, you
may want to create chapter book. It's up to you and your imagination!
CONCLUSION
You have been working within fractured fairy tales to learn about the literary characteristics of
genres. You have visited websites that told you various fractured tales, and you have mapped their
story to recreate it in a new genre. But, you've just explored one aspect of fractured fairy tales. There is
a lot more to them than just the genre they were written in! Go back and reread them and see what
else you can find within the tales.
Did you find that one genre was easier for you to read and relate to? Maybe you enjoyed
writing in another genre? Explore genres on your own through our school library and discover a whole
new world of books you may never have thought to have read before!
WHITNEY’S WEBQUEST ONLINE
http://www.kn.att.com/wired/fil/pages/webfracturewi.html